Recently, the news was considered of violations the Wildlife Conservation Law or the Animal Protection Law event keeps pouring in. Obviously, both the animal related laws did not thorough into people's life. The purpose of this study was wanted to investigate into the elementary school teacher’s cognition and attitude on the Wildlife Conservation Law and the Animal Protection Law. In four counties of central Taiwan, 620 teachers distributed in 84 element schools were extracted by lamination stochastic sampling method. The cognition and attitude of teachers were surveyed by questionnaire. Finely, there were 460 valid questionnaires copies. It was found that the cognition of the teachers about the laws were diverse. About 65% of them had high cognition degree, but 15% of them were low. It was shown that there were three factors would remarkable influence to the cognition of teachers: the major subject, teaching curriculums, and training time about ecology. The attitude of the teacher was tended towards positive to these two laws. It was also shown that there were five factors would remarkable influence to the attitude of teachers: age, major subject, educational background, the experience of raising pet, and training time about ecology. The elementary school teacher's cognition degree and their attitude were positive correlation. Moreover, the attitude of teachers would be affected by their cognition. It is suggested that to promote the cognition and attitude of element school teachers could be the three processes: (1) the government could publish the media, guide-handbooks, and playbills about the laws for animal protection. (2) The educational units and agencies could establish information network resources for animal protection. (3) The elementary school teachers could take the ecological training, and mind the information of wildlife conservation and animal protection.